Michigan History Day National History Day in Michigan

Michigan History Day National History Day in Michigan Don t forget For more help visit us at www.hsmichigan.org/programs/mhd

WHAT IS MICHIGAN HISTORY DAY? History Day is an annual academic competition and a chance for you to explore issues, ideas, people, and events in history that interest you. History Day provides an opportunity to express what you have discovered through creative and original dramatic performances, documentaries, websites, research papers, or exhibits. Michigan History Day is run by the Historical Society of Michigan and is part of the National History Day program. The competition has four levels: 1. School Competition: This is the competition within your own school or classroom to determine who will move on to the district competition. 2. District Competition: Michigan is divided into 10 districts. If you are a finalist at your school s competition, you ll be moving on to your local district competition. 3. State Competition: The top three entries in each category at the district competition get to move on to the state competition, which takes place in April. 4. National Competition: The top two entries in each category at the state competition (but only in grades 6-12) will have the opportunity to compete at the National History Day competition, which takes place at the University of Maryland-College Park near Washington, D.C. Michigan History Day is a program of The Historical Society of Michigan TABLE OF CONTENTS CHOOSING A TOPIC... 3 CATEGORIES FOR ENTRIES... 3 STARTING YOUR RESEARCH... 6 ORGANIZING YOUR NOTES... 8 DEVELOPING A THESIS... 9 HOW TO MAKE A TITLE PAGE...10 HOW TO WRITE A PROCESS PAPER...11 HOW TO WRITE AN ANNOTATED BIBLIOGRAPHY...13 HOW WILL MY ENTRY BE JUDGED?...15 2 2012 The Historical Society of Michigan

CHOICES, CHOICES, CHOICES! 1. YOUR TOPIC The most important factor in choosing a topic is that your topic has to be about history. What is history? Simply put, history is events of the past. When choosing a topic, keep in mind that you need to be able to explain the significance of your topic. This may be more difficult if only a few years have gone by. We suggest an event, person, or idea that occurred at least 25 years ago. DOES MY TOPIC NEED TO BE IN MICHIGAN HISTORY? No, your topic can be on anything! It can focus on something in your family s history, your town, Michigan history, United States history, or world history. Sometimes national and even world events can link back to your local history you may even discover unique primary sources right in your own community. Most world events would probably have been talked about in your community s local newspaper. It can be really interesting to read what local views were on these events. Or, you may want to interview a local person about their thoughts on an event that they lived through. Your teacher might tell you a geographic region or time period to use because it relates to what you are learning in class. For topic ideas related to subject areas for grades 4-8, visit the MHD website. ANNUAL THEME Every year, History Day has a theme that your entry must address. In fact, relationship to the theme is 20% of the judging criteria. Your topic may focus on any geographic area, historical period, event, or individual or group, but must it must relate back to the annual theme. To learn more about this year s theme head to www.hsmichigan.org/mhd. 2. CATEGORIES There are five categories that you can choose from for your final project. For additional information including sample works, detailed timelines, judging rubrics, and creative tips for each of these categories, see the Student Help section of the MHD website. EXHIBIT Do you like to design or build things? Do you like going to museums? Do you have access to craft supplies? If so, then you may want to create an exhibit to display all of your research findings! An exhibit is a visual representation of your research and your conclusions. It uses things such as writing, photos, quotations, and artifacts to explain the significance of your topic. Things to Remember: There is a 500 word limit that applies to all text and video you have written that is part of your exhibit. This includes the titles, captions, etc that you have written for the exhibit. This limit does not apply to quotations. The overall size of your exhibit must be no larger than 40 inches wide, 30 inches deep, and 6 feet high. Circular exhibits meant to be viewed from all sides must be no more than 30 inches in diameter. Media devices used in an exhibit must not run for more than three minutes. See the Contest Rulebook for more information. You must have a process paper and annotated bibliography (doesn t count towards 500 words). See page 11. 3

PERFORMANCE Do you like speaking in front of an audience? Do you like dressing up in costumes? Do you like to design or build props? If you answered yes, then the performance category may be for you! It is a dramatic portrayal of your topic s significance in history. It should be scripted based on your research of your topic. Your performance is allowed to feature fictional characters, but they need to be based on historical fact. Things to Remember: A performance requires the same amount of research as the other categories. Your play must be student-produced and you must set up for the performance by yourself. May not be longer than 10 minutes. See the Contest Rulebook for more information. You must have a process paper and annotated bibliography. See page 11. DOCUMENTARY Do you find yourself watching the History Channel a lot on television? Do you like the idea of interviewing people? Are you familiar with and excited about using editing software? A documentary might be just the right mix of technology and creativity. It uses audiovisual equipment to explain your topic s significance just like a professional documentary would set out to do. Documentaries typically use photographs, film, and audio recordings. Things to Remember: May not be longer than 10 minutes. You must film and edit the production yourself. Your documentary must have recorded narration, not live narration. You should have credits at the end of your documentary. See the Contest Rulebook for more information. You must have a process paper and annotated bibliography. See page 11. WEBSITE Are you finding it hard to read this because you would rather read it off your computer screen? Do you appreciate a well-designed website for its creativity and content? Perhaps the website category is your ticket to fun! A website offers a great opportunity to create an interactive presentation of your topic. You are required to create your website by using the National History Day Weebly Web Portal found at www.nhd. weebly.com. Things to Remember: You will have a deadline before the actual contest in which websites are blocked from editing so that judges may view and read ahead of time. There is a 1,200 word limit that applies to all text you have written that is part of your website. Links to other websites should not be on your website (except in the case of pointing out where to download software plug-ins). See the Contest Rulebook for more information. You must have your process paper and annotated bibliography available on your website (does not count towards word limit). See page 11. 4

PAPER Do you like to work independently? Do you want some really good practice for college? Papers are a great way to show off your research and writing skills! Things to Remember: No group entries only individuals. No less than 1,500 words and no more than 2,500 words in length. Your annotated bibliography, notes, or any captions don t count. Your paper should have a title page, follow MLA or Turabian style in-text citations, and have an annotated bibliography. You will be asked to provide four copies of your paper well before the actual competition (times will vary) so that the judges will have time to fully read over your paper. Double space and use a font size you can easily read. See the Contest Rulebook for more information. 3. ENTER AS A INDIVIDUAL OR AS A GROUP Individual and group entries in each category are judged separately. This means, if your entry is made by a group, you will ONLY compete against other entries made by groups. Groups may be two to five students. It s okay to have different grade levels in your group, but group members should belong in the same age division: Youth (4th-5th), Junior (6th-8th), Senior (9th-12th). 5

STARTING YOUR RESEARCH So you have a topic that interests you and want to find out more about it? Historians try to find as much information as possible and their research is divided into two categories: Primary and Secondary. Secondary sources are writings done by someone who already studied the topic that you chose. These writings could be in a book, a magazine, or on a website. Or, if you interviewed a historian because of their knowledge of your topic, then your interview with them would be a secondary source. Secondary sources can be easy to find if you have a popular topic and harder to find if it is not as well known. Part of the fun for some historians is finding new topics that haven t been considered before. Others like to see what others have said about a topic and then make up their own mind as to what happened. Primary sources are materials that were created at the time the event occurred or materials created by those who lived through the event. These materials include letters, speeches, diaries, newspaper articles, documents, photographs, and objects from the time period. If you could find someone who had actually lived through your event, you could interview them about their experiences and then this interview would be considered a primary source too. Primary sources can be found in an archive, a government office, a business, and even at home. Many of these places have digitized their materials so that you can view them online. Check out the Student Resources section of the MHD website www.hsmichigan.org/programs/mhd/ for a list of primary resources available online. One of the easiest ways to locate primary sources is to use the bibliographies of your secondary sources. You could look at the same original document as another historian and interpret it differently that s why so many people keep studying the same topics over and over again because their points of view will be forever changing! RESEARCHING AT AN ARCHIVE An archive saves and makes available old paper materials and photographs. Many institutions have archives: historical societies, local libraries with a special collections department, university libraries, and museums. Visiting a real archive can be very exciting! Imagine getting to see the real thing and knowing that someone a very long time ago created it. The only reason archives exist is so that researchers can use what they have, so don t be nervous to ask for help. Find our Visiting an Archive help sheet on the MHD website. 6

RESEARCHING ONLINE Use caution when researching online because the internet is full of inaccurate information. Anyone can create a website. Unlike books, journals, and magazines, there is no one checking to make sure all the information is true. A GOOD ONLINE SOURCE: The website is clearly associated with an organization such as a historical society, government, museum, or archives and it there to inform the public or help researchers. The website uses domains such as.gov,.mil,.edu, and.org (though there are exceptions with.org) The website does not contain any advertisements. The website lists its date of creation or the date of its last update. The website cites its sources. A NOTE ON WIKIPEDIA Wikipedia is an online encyclopedia that is written and edited by the public. This means that biased or false information can sometimes make its way onto Wikipedia. Therefore, Wikipedia is not a reliable source, but it can be a place to gather leads for sources. You can check out what sources the Wikipedia community cites, but just remember to be cautious and decide for yourself whether the sources listed are a valid sources or not. ESSENTIAL INFORMATION FOR RESEARCHING 1. Begin with secondary sources, which will give you an overview of the topic. Then, move over to primary sources. 2. Take careful, legible notes, and write down where the information came from. As you create your entry, you will have to cite your sources. 3. Be selective of your information. Your entry cannot cover every detail of your topic. When you research, decide what is important. 4. Evaluate your sources. Compare many different sources to make sure that the information is consistent. 5. Recognize the viewpoints of others. Realize that everyone (including you) has a unique point of view that develops from his or her family, culture, race, gender, education, and religion. 6. Don t just tell, explain. Use the information you find to explain why things happened, why they are significant, and the relationships among people, places, and events. 7

ORGANIZING YOUR NOTES You can use 3 x 5 inch note cards to help you organize your research notes. This is a great way to make sure you give credit to your sources and organize your notes by subject. Another method is to keep track of your notes, written in a similar fashion, is in a notebook by putting the subject at the top of the page. Subject Note expressing a main point. Source Before the Arrival of the Model T Henry Ford had launched the model N from his Piquette Plant in Detroit. The Model N came directly before the Model T. This car was moderately successful in sales, but Henry Ford wasn t happy with some design flaws that had come up. He wanted to correct those flaws, so thus; he started work on what would become the Model T. ( Development of the Model T, p. 1) Subject Quote expressing a main point. Source Before the Arrival of the Model T During the last year or two, great improvements have been made in the building of autocarriages and the only problem now remaining with the manufacturer is the question of reducing the cost of construction. An automobile costs at present from $800 to $5,000. ( The Advent of the Automobile, p. 9) 8

DEVELOPING A THESIS After doing your research and becoming knowledgeable about your topic, it s time to define your thesis. A thesis is a statement that presents your argument or interpretation of your topic to your audience. A thesis should define your topic, express an opinion, and evaluate your topic. Define your topic: Your thesis needs to say what exactly your paper, exhibit, etc. is about. For example, if your topic is about Henry Ford and his creation of the Model T, then your thesis statement needs to mention Henry Ford and Model T. Express an opinion: Your thesis should make a claim about your topic. Think of the body of your work as providing the evidence to argue your claim. Evaluate your topic: Your thesis needs to answer your audience s question of So what? How did this affect other events, people, and things? Did it lead up to something else? Did it change how people thought about something? Let s look at an example: Weak Thesis: Henry Ford produced the first Model T in 1908. Stronger Thesis: Henry Ford changed the way Americans lived in the twentieth century with the production of affordable and reliable vehicles such as the Model T in 1908. The first thesis is weak because it defines the topic, but it doesn t express any sort of opinion or evaluate the topic. However, the second topic manages to also express an opinion Henry Ford changed American life and evaluate he changed life through making cars affordable and reliable. 9

HOW TO MAKE A TITLE PAGE A title page is required as the first page of your paper if you are entering the Paper category. If you are entering the Website category, the title page information needs to be on your homepage. If you are in any other category, the title page will be the first page of your process paper. Your title page must include the title of your entry, your name(s), your age division, and the category in which you are entered (for example: Individual Paper, Group Performance). Your title page must NOT include your school name or grade. TITLE General Hull and the Surrender of Fort Detroit: The Actions of a Hero or a Coward? NAME(S) John Smith, Jane Hamilton, and James Franklin Junior Division Group Exhibit AGE GROUP CATEGORY 10

HOW TO WRITE A PROCESS PAPER A process paper is a description of no more than 500 words explaining how you conducted your research and created and developed your entry. All categories except Papers must include a process paper with their entry. For websites, the process paper should be included in the website. The process paper should include the following four main points: Explain how you choose your topic. Explain how you conducted your research. Explain how you selected your presentation category and created your project. Explain how your project relates to the History Day theme for that year. Process Paper On vacation every year, when my sisters and I were younger, we would always fight for the seat in the car for the first glimpse of the Mackinaw Bridge towers. Once we reached the bridge, we would stop at a small beach near the foot of the bridge, take pictures and gaze at the incredible beauty of the structure. This forty-three year old engineering marvel has forever changed life in Michigan. It was How she chose her topic. while visiting the Mackinaw City Bridge Museum that I began to consider preparing my project on this structure for it has certainly proved to be a turning point in history. I purchased three videos that were key secondary sources for my project. These three sources helped me to understand what life was like in the two peninsulas before the bridge, and how that way of life was altered by the construction of the Mackinaw Bridge. Additional secondary sources were found on the internet, at Washington Pennsylvania s library, the Washington and Jefferson College Library, and the Carnegie Library of Pittsburgh. Through my efforts, I location my most important primary source, Lawrence A. Rubin, the original Executive Secretary of the Mackinaw Bridge Authority. Mr. Rubin is the foremost, living authority on How she conducted her research. the Mackinaw Bridge, and he helped me understand the many turning points that the bridge facilitated. Numerous articles and books dealing with the Mackinaw Bridge and written by its designer, David B. Steinman, were extremely helpful. They provided me with insight into the aerodynamic stability of the bridge and turning points that bridges have bought about. Additionally, I visited the State Library of Michigan for many more important primary sources. I chose to present my findings in the form of a performance because I love to act. In my drama, I portray a man waiting for the ferries, in order to catch a glimpse of what life was life before the bridge and to assess the even that was a turning point in history. I then portray Dr. Steinman to examine his How she selected her category and created her project. 11

revolutionary ideas in bridge building design. Finally, I depict Mr. Lawrence A. Rubin to analyze the numerous benefits for the Upper Peninsula and the people who were crucial to the building of the Mackinaw Bridge. and the people that were crucial to the building of the Mackinaw Bridge. The completion of the Mackinaw Bridge clearly is an important turning point in history. This structure provided the first permanent connection of the two peninsulas of Michigan. The residents How it related to that year s theme, Turning Points. of the Upper Peninsula will never again feel isolated and their quality of life is improved. Trade, travel, and tourism have boomed, thanks to the bridge. From an engineering viewpoint, this was the first suspension bridge in the world to be aerodynamically perfect. Through its design, other suspension bridges have become safer and longer. In reflecting on the potential impact of his achievements, David B. Steinman stated, In human hearts was born a plan: a bridge of peace, uniting man. Our sons will have the span we wrought; the world the dream for which we fought. 12

HOW TO WRITE AN ANNOTATED BIBLIOGRAPHY An annotated bibliography is required for all categories. You don t have to list every single source you looked at (that might be a really long list!), but make sure you list the sources that you used in the entry or made an impact on your entry. Remember that interviews and visual materials (like a video or photo) count as sources, too. If you found primary sources in a secondary source (for example, photos or letters from Martin Luther King in a book about Martin Luther King), you should mention that in your annotation. We will show you how to write your annotated bibliography according to MLA style, but if you would like, you may also use Turabian style. Keep each annotation to 1-2 sentences. 1 Margins Annotated Bibliography Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962. Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This first-hand account was very important to my paper because it made me more aware of the feelings of the people involved. Alphabetical order by author s last name or, if no author, by the title. Lanier, Carlotta Walls and Lisa Frazier Page. A Mighty Long Way: My Journey to Justice at Little Rock Central High School. New York: One World Trade/Ballentine, 2010. This is the memoir of Carlotta Walls Lanier, one of the Little Rock Nine. She reminisces about what it was like facing violence and harassment on that day she walked into Little Rock Central High School. This really gave me insight into what motivated the Little Rock Nine and what challenges they faced. Little Rock High School: Oral History Highlights. National Park Service. Web. 15 Mar 2011. Little Rock High School is now a National Historic Site. Their website contains two videos of oral history interviews with the Little Rock nine and also with white high school students. I used many quotations from the interviews in my exhibit to try to explain how each side felt about the other. Wormser, Richard. The Rise and Fall of Jim Crow. New York: St. Martin s Press, 2003. This book helped me understand the background of my topic. It explains how Jim Crow laws (like those that called for racial segregation) began in the United States after the Civil War. 13

HOW TO CITE SOURCES A Book Author s last name, Author s first name. Title in Italics. Place where published: Publisher, Date. Brinkley, Douglas. Rosa Parks: A Life. New York: Penguin Books, 2000. A Book with more than one author List the authors in the order they appear on the book. Burns, George MacGregor and Susan Dunn. George Washington. New York: Times Books, 2004. A Book or Article with no author Start with the title of the book or article instead. Encyclopedia of Roman History. London: Smith & Co. Publishers, 2012. An Article in a Periodical (magazine, journal, etc.) Author s name. Article Title. Periodical/Magazine Title. Date published: pages. Koster, John. Surviving the Sultana: The Chester Berry Story. Michigan History Magazine. Jan/Feb 2010: 42-51. An Article in a Newspaper Author s name if available, Article Title. Newspaper Title [Place] Date published. Simmons, Ashley, Crafting History. Lansing State Journal [Lansing, MI] 18 Feb 2006. A Website Author s name if available. Name of site. Organization affiliated with the site. Date site was created if available. Web. Date you accessed the site. Remembering the Triangle Shirtwaist Fire. Cornell University s Kheel Center. Web. 11 Apr. 2011. A Personal Interview Interviewee s name. Personal Interview. Date of interview. Smith, John. Personal Interview. 14 Oct. 2011. A Film Name of film. Director. Distributor. Date released. Medium of publication. The National Parks: America s Best Idea. Dir. Ken Burns. PBS, 2009. DVD. Still not sure how to site your source? Head to Purdue s Online Writing Lab Guide for MLA at: owl.english.purdue.edu 14

HOW WILL MY ENTRY BE JUDGED? The goal of National History Day is to provide you with a high-quality, educational experience whether or not you win a prize. The judge s evaluation is part of the learning and skill-building process of History Day. The judges evaluations help you to improve areas or skills and provide positive feedback for the hard work you have put into producing your project. The judges comments also can provide you with ideas for revisions and enhancements as you move from one contest level to the next. Judging Criteria Historical Quality (60%) Is the entry historically accurate? Does the entry provide analysis and interpretation of the historical data rather than just a description? Does the entry demonstrate an understanding of the historical context? Does the entry demonstrate use of available primary resources? Presentation (20%) Is the entry original, creative, and imaginative in subject and presentation? Is the written material clear, grammatically correct, and correctly spelled? Relationship to Theme (20%) Does the topic relate to the theme? How is the topic significant in history in relation to the History Day theme? Rule Compliance Judges will take into consideration anything that goes against the rules. These should be corrected if your entry moves on to the next level of competition. 15

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